Individual and group mathematical creativity among post–high school students

Molad, Osnat; Levenson, Esther; Levy, Sigal

doi:10.1007/s10649-020-09952-5

Cited by 16 publications

(10 citation statements)

References 36 publications

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“…Groups seem to have a fine‐tuned ability to decode situations (McGlynn, McGurk, Sprague Effland, Johll, & Harding, 2004), resolve complex problems, and develop pre‐existing ideas (McMahon et al., 2016). They therefore seem to perform slightly better than individuals in terms of mathematical creativity (Molad & Levenson, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Interplay between Individuals and Teams in Producing Original Work

Bellard

Delobbe

2023

Journal of Creative Behavior

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This study investigates the assumption that teams are the basic unit for creativity and innovation in organizations. Through a quasi‐experiment conducted with 548 professionals participating in a training course on management, the study first examines whether individuals opt for intrinsically more creative solutions than groups in a music composition task. Secondly, it explores whether alternating between group and individual music composition has an impact on the originality of the pieces composed. The results show that individuals make more original choices than groups whatever protocol is used, confirming that individuals are better able to think outside of the box, take risks, and demonstrate the divergent thinking necessary for creativity. Moreover, individuals choose less original options when their independent work is preceded by a group composition exercise. Paradoxically, we observe that in all cases, participants are more satisfied with their group production than their individual production. We conclude with some recommendations for developing the most original and satisfactory collective solutions to complex problems.

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Section: Theoretical Frameworkmentioning

confidence: 99%

The Interplay between Individuals and Teams in Producing Original Work

Bellard

Delobbe

2023

Journal of Creative Behavior

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“…The interaction that results from diverse cognitive stimulation leads to creative synergy (Molad, Levenson, & Levy, 2020), that is, creative problem solving or extended knowledge composition beyond the sum of each individual's solution or knowledge (Leadbeater, 2008). According to Hoever et al.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Role playing also enhances cognitive diversity by promoting various thoughts and is used as a pedagogical strategy to support group activities that require various perspectives and productive interaction patterns (Warren, 2018). Cognitive diversity and varied roles can stimulate members to solve a common problem (Molad et al., 2020; Wise & Chiu, 2011) and view it from different perspectives (Levenson, 2011). For example, the “starter” provides the initial idea (Yilmaz & Karaoglan Yilmaz, 2019), the “devil's advocate” presents dissenting opinions (Nemeth & Nemeth‐Brown, 2003), and the “opinion coordinator” expands on ideas from a metacognitive perspective (Hoever et al., 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Nurturing Group Creativity in Mathematical Modeling through Role Playing

Hye‐Yun

Lee

2023

Journal of Creative Behavior

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Pedagogical strategies for nurturing group creativity in school mathematics have remained largely unexplored despite their significance. In this study, we explored the use of role playing in mathematical modeling activities for nurturing group creativity in a 9th‐grade mathematics class in Korea. We described the theoretical bases and types of roles that nurture group creativity while examining the effects of role playing and the factors that seem to promote it. The data of this study included lesson observations, samples of student work, and interviews with 20 participating students and their teachers. The interactions of the five groups of students were compared and analyzed. The results suggest that role playing contributes to nurturing group creativity by inducing interactions and improving creative synergies. The factors that seem to promote role playing are students' understanding of role playing, a comfortable environment, the thought evaluator's role‐playing effectiveness, and the need to make a mathematical decision. Based on these findings, we recommend that creativity researchers build on these findings to further explore how group creativity can be enhanced in mathematical modeling through role playing.

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“…Rather, researchers investigated the effects of group work on the students' creative work. Molad et al (2020) investigated post-high school students working on geometry MSTs, individually and in small groups. They reported positive effects of group work on fluency and flexibility but no significant differences regarding originality.…”

Section: Creativity and Collaborationmentioning

confidence: 99%

Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

Lilienthal

2022

ZDM Mathematics Education

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In the age of artificial intelligence where standard problems are increasingly processed by computers, creative problem solving, the ability to think outside the box is in high demand. Collaboration is also increasingly significant, which makes creative collaboration an important twenty-first-century skill. In the research described in this paper, we investigated students’ collaborative creative process in mathematics and explored the collaborative creative process in its phases. Since little is known about the collaborative creative process, we conducted an explorative case study, where two students jointly worked on a multiple solution task. For in-depth insight into the dyad’s collaborative creative process, we used a novel research design in mathematics education, DUET SRI: both students wore eye-tracking glasses during their collaborative work for dual eye-tracking (DUET) and they each participated in a subsequent stimulated recall interview (SRI) where eye-tracking videos from their joint work served as stimulus. Using an inductive data analysis method, we then identified the phases of the students’ collaborative creative process. We found that the collaborative creative process and its phases had similarities to those previously found for solo creative work, yet the process was more complex and volatile and involved different branches. Based on our findings, we present a tentative model of the dyad’s collaborative process in its phases, which can help researchers and educators trace and foster the collaborative creative process more effectively.

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Individual and group mathematical creativity among post–high school students

Cited by 16 publications

References 36 publications

The Interplay between Individuals and Teams in Producing Original Work

The Interplay between Individuals and Teams in Producing Original Work

Nurturing Group Creativity in Mathematical Modeling through Role Playing

Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

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